Cambridge IGCSE Environmental Management 0680 — 2025 Oct/Nov Paper 1 · Variant 1

0000800000001 * DFD Cambridge Assessment ~T International Education ri Cambridge IGCSE™ CANDIDATE NAME r CENTRE CANDIDATE NUMBER NUMBER ENVIRONMENTAL MANAGEMENT 0680/11 Paper 1 Theory October/November 2025 1 hour 45 minutes You must answer on the question paper. No additional materials are needed. INSTRUCTIONS Answer all questions. Use a black or dark blue pen. You may use an HB pencil for any diagrams or graphs. Write your name, centre number and candidate number in the boxes at the top of the page. Write your answer to each question in the space provided. Do not use an erasable pen or correction fluid. Do not write on any bar codes. You may use a calculator. You should show all your working and use appropriate units. INFORMATION e The total mark for this paper is 80. e@ The number of marks for each question or part question is shown in brackets [ ]. This document has 20 pages. Any blank pages are indicated. DC (WWICGW) 346337/5 @UCLES 2025 [Turn over L -

2 0680/11/O/N/25 © UCLES 2025 Section A 1 The diagram shows part of the population pyramid for Qatar, a country in the Middle East. 0-4 5-9 10 8 6 14 12 16 4 2 percentage of population 0 2 4 10-14 15-19 20-24 25-29 40-44 45-49 50-54 age 55-59 working population 60-64 65-69 70-74 75-79 80-84 85-89 90-94 95-99 100+ 30-34 35-39 female male (a) Complete the bar for males aged 0– 4 to show 2.4%. [1] (b) Describe two features the pyramid shows about the working population in Qatar. 1 … … 2 … … [2] (c) State the maximum age of females in Qatar shown in the population pyramid. … [1] * 0000800000002 * ,










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3 0680/11/O/N/25 © UCLES 2025 [Turn over (d) Tick (✓) the strategies that could increase the number of children under 5-years old in the future. increased availability of contraceptives improved health care introduction of an antinatalist policy [1] (e) State two features of a population pyramid for a LEDC that are different from a MEDC. 1 … 2 … [2] [Total: 7] * 0000800000003 * ,










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4 0680/11/O/N/25 © UCLES 2025 2 The photograph shows a mine. (a) State the type of mine shown in the photograph. … [1] (b) Landscapes are restored when a mine closes. Put the processes, X, Y and Z, for land restoration in the correct order. X add topsoil Y plant vegetation Z replace overburden first process last process … … … [1] (c) Bioremediation is a strategy to restore landscapes damaged by mining. Describe bioremediation. … … [1] * 0000800000004 * ,










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5 0680/11/O/N/25 © UCLES 2025 [Turn over (d) Draw a line from the name of each rock to the correct type of rock. Each type of rock can be used once, more than once or not at all. name of rock basalt granite limestone marble shale igneous metamorphic sedimentary type of rock [2] (e) State what is meant by the term sustainable development. … … … … [2] [Total: 7] * 0000800000005 * ,










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6 0680/11/O/N/25 © UCLES 2025 3 Oil is transported in tankers across oceans. (a) The diagram shows oil tankers A and B. oil oil tanker A oil sea oil tanker B State the advantage of using oil tanker B compared to oil tanker A for transporting oil. … … [1] (b) Describe how a skimmer is used to reduce the impact of an oil spill on marine ecosystems. … … … … [2] (c) Describe the impacts of an oil spill on marine mammals. … … … … … … [3] [Total: 6] * 0000800000006 * ,










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7 0680/11/O/N/25 © UCLES 2025 [Turn over BLANK PAGE * 0000800000007 * ,










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8 0680/11/O/N/25 © UCLES 2025 Section B 4 More than 800 million people live without access to electricity. (a) Suggest two reasons why living without access to electricity reduces life expectancy. 1 … … 2 … … [2] (b) Solar power is one way of providing people with access to electricity. The photograph shows solar panels on a roof. Solar panel efficiency is the percentage of solar energy the solar panel converts to electricity on a sunny day with temperatures of 25 °C. The table shows the efficiency of 5 different solar panels, A to E. solar panel percentage efficiency A 21 B 19 C 16 D 20 E 17 * 0000800000008 * ,










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9 0680/11/O/N/25 © UCLES 2025 [Turn over (i) Calculate the mean percentage efficiency of the 5 solar panels. …% [1] (ii) Suggest two reasons why the actual percentage efficiency of solar panels is lower than the values in the table. 1 … … 2 … … [2] * 0000800000009 * ,










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* 0000800000010 * ma | (c) The maps show the percentage of electricity generated from solar power in 1992 and in 2022 in North and South America. Key N 7) no data | _|0-1% 1-2% 2-3% 34% 4% Compare the percentage of electricity generated from solar power in 1992 and in 2022. . Bl | ©UCLES 2025 0680/11/O/N/25 | DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN

11 0680/11/O/N/25 © UCLES 2025 [Turn over (d) Biofuels are another way of generating electricity. Describe the advantages and disadvantages of using biofuels compared to fossil fuels to generate electricity. advantages … … … … … … disadvantages … … … … … … [4] (e) Coal is a fossil fuel. Describe how coal is formed. … … … … … … [3] [Total: 15] * 0000800000011 * ,









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12 0680/11/O/N/25 © UCLES 2025 5 Singapore is a small island country in southeast Asia. (a) The diagram shows the volume of water used per person per day in Singapore. The value for 2030 is a target volume. (i) Use the diagram to calculate the predicted percentage decrease in water use in the 30 years from 2000 to 2030. …% [1] (ii) Suggest one reason why the government of Singapore wants to decrease the volume of water used per person by 2030. … … [1] (iii) Houses in Singapore have water meters fitted to their water supply to monitor the volume of water used. The diagram shows the meter readings from one house for two months measured in m3. 2 7 1 0 5 5 31 July 2 7 4 7 3 1 31 August Calculate the volume of water used in the house. Give your answer to one decimal place. … m3 [2] * 0000800000012 * ,









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DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN * 0000800000013 * Pm (b) The table shows the different ways people use water. DFD | a use percentage preparing food and washing dishes 20 showers and baths 40 toilet flushing 15 washing clothes 15 other 10 Use the data to complete the pie chart and key. JODO (c) Desalination is one source of fresh water in Singapore. (i) Describe how desalination makes sea water suitable for drinking. (ii) Desalination uses electricity to make sea water suitable for drinking. | ©UCLES 2025 [4] Suggest two reasons why Singapore wants to use less electricity for desalination. 0680/11/O/N/25 t ] [Turn over

14 0680/11/O/N/25 © UCLES 2025 (d) Singapore has no large natural lakes and no rivers longer than 10 km. Suggest two ways fresh water can be obtained in Singapore other than by desalination and rainwater harvesting. 1 … 2 … [2] (e) The vector for malaria and dengue fever is mosquitoes. Dengue fever is a disease caused by a virus spread by mosquitoes. The graph shows the number of people with dengue fever in Singapore each week for two years. (i) In 2020, the government of Singapore introduced an intensive two-week vector control strategy to manage the disease. This strategy was successful. Circle the week when the strategy was introduced. 1 23 29 39 52 [1] (ii) Compare the trend in the number of people with dengue fever in 2020 and 2019. … … … … … … [3] * 0000800000014 * ,









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15 0680/11/O/N/25 © UCLES 2025 [Turn over (iii) Some people in Singapore collect rainwater. Suggest one reason why rainwater containers should be covered with a lid. … … [1] (f) The bar chart shows the mean monthly rainfall in Singapore. Jan 0 50 100 150 200 250 300 Feb Mar Apr May Jun month mean monthly rainfall / mm Jul Aug Sep Oct Nov Dec (i) Calculate the range in rainfall for the months July, August, September, October, November and December. … mm [2] (ii) Identify the driest month in Singapore. … [1] (iii) Explain why the driest month has the lowest plant growth. … … … … [2] [Total: 24] * 0000800000015 * ,









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16 0680/11/O/N/25 © UCLES 2025 6 A report stated that 62% of women in Africa are farmers. (a) The population of women in Africa was 734 million in 2023. Calculate the number of women farmers in Africa in 2023. … million [1] (b) Many of these women are subsistence farmers. State what is meant by subsistence farming. … … [1] (c) One group of farmers were given seeds from plants that were adapted to grow in hot and dry conditions. Explain why there is an increasing need for this type of seed. … … … … [2] (d) Explain how the use of chemicals increases crop yields. … … … … … … … … … … [5] * 0000800000016 * ,









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17 0680/11/O/N/25 © UCLES 2025 [Turn over (e) Scientists have produced a map of soil fertility across the whole of Africa. The map gives information about pH, organic content and mineral ions in soil. (i) Describe three ways the map will help African farmers improve crop yields. 1 … … 2 … … 3 … … [3] (ii) The map includes data from predictions made using computer models. Suggest two benefits of using computer models for producing this map. 1 … … 2 … … [2] [Total: 14] * 0000800000017 * ,









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18 0680/11/O/N/25 © UCLES 2025 7 A student reads a report about the availability of clean drinking water. The report states that more than 800 million people collect water from sources that are more than 30 minutes from their homes. (a) The photograph shows women carrying drinking water. The women have collected water in containers. The containers are recycled cooking oil containers. Suggest one problem of using recycled cooking oil containers to carry drinking water. … … [1] * 0000800000018 * ,









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19 0680/11/O/N/25 © UCLES 2025 (b) The student makes this statement. Climate change is the main reason why people lack a reliable source of clean water. To what extent do you agree with this statement? Give reasons for your answer. … … … … … … … … … … … … … … … [6] [Total: 7] * 0000800000019 * ,









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20 0680/11/O/N/25 © UCLES 2025 The boundaries and names shown, the designations used and the presentation of material on any maps contained in this question paper/insert do not imply official endorsement or acceptance by Cambridge Assessment International Education concerning the legal status of any country, territory, or area or any of its authorities, or of the delimitation of its frontiers or boundaries. Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cambridgeinternational.org after the live examination series. Cambridge Assessment International Education is part of Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge. BLANK PAGE * 0000800000020 * ,










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This document consists of 16 printed pages. © Cambridge University Press & Assessment 2025 [Turn over Cambridge IGCSE™ ENVIRONMENTAL MANAGEMENT 0680/11 Paper 1 Theory October/November 2025 MARK SCHEME Maximum Mark: 80 Published This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge International will not enter into discussions about these mark schemes. Cambridge International is publishing the mark schemes for the October/November 2025 series for most Cambridge IGCSE, Cambridge International A and AS Level components, and some Cambridge O Level components.

0680/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 2 of 16 Generic Marking Principles These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alon gside the specific content of the mark scheme or generic level descriptions for a question. Each question paper and mark scheme will also comply with these marking principles. GENERIC MARKING PRINCIPLE 1: Marks must be awarded in line with: • the specific content of the mark scheme or the generic level descriptors for the question • the specific skills defined in the mark scheme or in the generic level descriptors for the question • the standard of response required by a candidate as exemplified by the standardisation scripts. GENERIC MARKING PRINCIPLE 2: Marks awarded are always whole marks (not half marks, or other fractions). GENERIC MARKING PRINCIPLE 3: Marks must be awarded positively: • marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the scope of the syllabus and mark scheme, referring to your Team Leader as appropriate • marks are awarded when candidates clearly demonstrate what they know and can do • marks are not deducted for errors • marks are not deducted for omissions • answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the question as indicated by the mark scheme. The meaning, however, should be unambiguous. GENERIC MARKING PRINCIPLE 4: Rules must be applied consistently, e.g. in situations where candidates have not followed instructions or in the application of generic level descriptors.

0680/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 3 of 16 GENERIC MARKING PRINCIPLE 5: Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may be limited according to the quality of the candidate responses seen). GENERIC MARKING PRINCIPLE 6: Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thre sholds or grade descriptors in mind. Science-Specific Marking Principles 1 Examiners should consider the context and scientific use of any keywords when awarding marks. Although keywords may be present, marks should not be awarded if the keywords are used incorrectly. 2 The examiner should not choose between contradictory statements given in the same question part, and credit should not be awarded for any correct statement that is contradicted within the same question part. Wrong science that is irrelevant to the question should be ignored. 3 Although spellings do not have to be correct, spellings of syllabus terms must allow for clear and unambiguous separation fro m other syllabus terms with which they may be confused (e.g. ethane / ethene, glucagon / glycogen, refraction / reflection). 4 The error carried forward (ecf) principle should be applied, where appropriate. If an incorrect answer is subsequently used in a scientifically correct way, the candidate should be awarded these subsequent marking points. Further guidance will be included in the mark scheme where necessary and any exceptions to this general principle will be noted. 5 ‘List rule’ guidance For questions that require n responses (e.g. State two reasons …): • The response should be read as continuous prose, even when numbered answer spaces are provided. • Any response marked ignore in the mark scheme should not count towards n. • Incorrect responses should not be awarded credit but will still count towards n. • Read the entire response to check for any responses that contradict those that would otherwise be credited. Credit should not be awarded for any responses that are contradicted within the rest of the response. Where two responses contradict one another, this should be treated as a single incorrect response. • Non-contradictory responses after the first n responses may be ignored even if they include incorrect science.

0680/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 4 of 16 6 Calculation specific guidance Correct answers to calculations should be given full credit even if there is no working or incorrect working, unless the question states ‘show your working’. For questions in which the number of significant figures required is not stated, credit should be awarded for correct answers when rounded by the examiner to the number of significant figures given in the mark scheme. This may not apply to measured values. For answers given in standard form (e.g. a  10n) in which the convention of restricting the value of the coefficient (a) to a value between 1 and 10 is not followed, credit may still be awarded if the answer can be converted to the answer given in the mark scheme. Unless a separate mark is given for a unit, a missing or incorrect unit will normally mean that the final calculation mark is not awarded. Exceptions to this general principle will be noted in the mark scheme. 7 Guidance for chemical equations Multiples / fractions of coefficients used in chemical equations are acceptable unless stated otherwise in the mark scheme. State symbols given in an equation should be ignored unless asked for in the question or stated otherwise in the mark scheme.

0680/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 5 of 16 Annotations guidance for centres Examiners use a system of annotations as a shorthand for communicating their marking decisions to one another. Examiners are trained during the standardisation process on how and when to use annotations. The purpose of annotations is to inform the standard isation and monitoring processes and guide the supervising examiners when they are checking the work of examiners within their team. The meaning of annotations and how they are used is specific to each component and is understood by all examiners who mark the component. We publish annotations in our mark schemes to help centres understand the annotations they may see on copies of scripts. Note that there may not be a direct correlation between the number of annotations on a script and the mark awarded. Similarly, the use of an annotation may not be an indication of the quality of the response. The annotations listed below were available to examiners marking this component in this series. Annotations Annotation Meaning correct point or mark awarded incorrect point or mark not awarded information missing or insufficient for credit incorrect or insufficient point ignored while marking the rest of the response contradiction in response, mark not awarded benefit of the doubt given error carried forward applied First answer response has not answered question power of ten error

0680/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 6 of 16 Annotation Meaning point has been noted, but no credit has been given or blank page seen response is too vague or there is insufficient detail in response repetition in response to show a correct point but where the number of points does not relate to the number of marks i.e. 3 correct = 2 marks correct awarding one mark from marking point or marking group 1. similar numbered ticks are used for marking point or marking groups 2, 3, 4 etc. Highlighter Highlight

0680/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 7 of 16 Question Answer Marks 1(a) bar drawn at 2.4%; 1 1(b) any two from: M1 more males than females; M2 35–39 is largest group (overall / for males / for females); M3 most of the population is in the working population section; 2 1(c) 79; 1 1(d) improved health care ticked; 1 1(e) any two from LEDC have: M1 0–4 age has largest percentage / large base; M2 large percentage of young dependents; M3 no bulge in middle / no bulge in working age population; M4 fewer people in older age categories / lower percentage of older dependents / narrow top / small top; 2 Question Answer Marks 2(a) surface / opencast / open-pit / strip; 1 2(b) Z, X, Y; 1 2(c) idea of use of microorganisms / bacteria / vegetation, AND to breakdown or remove pollutants; 1

0680/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 8 of 16 Question Answer Marks 2(d) 5 correct = 2 3-4 correct = 1 2 2(e) M1 development that meets the needs of the present; M2 without compromising the ability of future generations to meet their own needs; 2 Question Answer Marks 3(a) (B is) double-hulled / less risk of oil spill / less oil spilling; 1 3(b) any two from: M1 physical removal of, floating oil / oil on water surface / idea of taking oil from the surface of the water; M2 idea of removal by skimming surface/ rotating belt or brushes / use of absorbent material / absorbs oil; M3 oil stored in tanks / oil squeezed out of skimmer / scraped off skimmer; 2

0680/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 9 of 16 Question Answer Marks 3(c) any three from: M1 (mammals) ingest the oil; M2 (oil is) toxic; M3 reduces water repellence of fur/ reduces insulation quality of fur / mammals get hypothermia / reduces buoyancy; M4 skin or eye irritation; M5 suffocation; M6 (less photosynthesis so) less plants to eat/ disrupts food chains or food webs / prey / food sources reduced; M7 destroys habitats; 3 Question Answer Marks 4(a) any two from: M1 hospital equipment AND cannot be used; M2 lack of refrigeration AND means food spoils; M3 lack of heating AND risk of illness / heart attack / respiratory failure / disease / hypothermia; M4 no cooking facilities AND unable to cook food / may need to use a fire inside; M5 no clean water / inefficient water supply AND lack of sanitation / (leads to) diseases; M6 cannot contact emergency services AND cannot get help; 2 4(b)(i) 18.6 / 19; 1 4(b)(ii) any two from: M1 poor placement angle / shading from (trees / buildings); M2 direction of placement e.g. south or north facing; M3 weather factor / no Sun / cloudy / raining/smog / different levels of light (intensity)/ work in daytime only; M4 temperature different (to 25 °C); M5 poor maintenance / dirty / not cleaned ; M6 idea of wear and tear; M7 different type of panel; 2

0680/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 10 of 16 Question Answer Marks 4(c) any three from: M1 idea of greater use in 2022(across all regions); M2 1992: maximum percentage / highest was 1% AND maximum / highest in 2022 was 4%; M3 quoted comparative data for 1 country / area quoting increase or no change; M4 quoted comparative data for a 2nd country / area quoting increase or no change; 3 4(d) max [3] advantages for biofuels: M1 renewable / not finite; M2 can be made from variety of materials; M3 emit less greenhouse gases; M4 no / less sulfur dioxide emissions / acid rain / nitrous oxides / less particulate emissions; M5 not every country has access to fossil fuel reserves / can be produced in any country; M6 provides energy security / reduces reliance on imports; max [3] disadvantages for biofuels: M7 leads to monocultures; M8 replaces food crops / leads to food shortages; M9 require fertilisers / named impact of overuse or misuse of fertilisers; M10 requires large quantities of water; M11 cost of new technology; M12 less efficient (in low temperatures) / generate less energy; 4 4(e) M1 organic / plant (material) / vegetation; M2 over millions of years / compressed by sediments / anaerobic conditions; M3 heat and pressure; 3

0680/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 11 of 16 Question Answer Marks 5(a)(i) 21; 1 5(a)(ii) any one from: M1 population increase; M2 lack of natural sources / finite amount of water available; M3 increased frequency, of droughts / dry weather; 1 5(a)(iii) M1 36.76 or 2747.31 − 2710.55; M2 36.8; 2 5(b) M1 sectors in clockwise rank order; M2 largest first starting at ‘noon’ 0 and rest in rank order; M3 correct plotting tolerance  1%; M4 key competed and matches sector shading; 4 5(c)(i) M1 removal of salts (from seawater); M2 by, reverse osmosis / distillation / boiling and condensation; 2 5(c)(ii) any two from: M1 reduce costs; M2 conserve energy resources; M3 reduce named pollution e.g. CO2 emissions; 2 5(d) any two from: M1 imported / pipelines; M2 dams / reservoirs; M3 aquifers / wells / groundwater; 2

0680/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 12 of 16 Question Answer Marks 5(e)(i) 29 circled; 1 5(e)(ii) M1 2020: greater number of cases / more people with dengue fever; M2 both peak at similar time / both have similar overall trend; M3 relevant quoted comparative data; 3 5(e)(iii) any one from: M1 to reduce risk of dengue fever or malaria / mosquitoes breed in (stagnant) water; M2 to save water / preventing evaporation; 1 5(f)(i) M1 (Aug:)170 mm and (November:) 280 mm; M2 range = 110; 2 5(f)(ii) Feb(ruary); 1 5(f)(iii) any two from: M1 water needed for photosynthesis / less water means less photosynthesis; M2 photosynthesis produces glucose for plants to grow; M3 water swells cells / prevents wilting; M4 idea of soil erosion as the soil is dry so likely to be blown away and therefore less nutrients available; 2

0680/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 13 of 16 Question Answer Marks 6(a) 455.1 / 455; 1 6(b) growing crops / raising livestock, for own use; 1 6(c) any two from: M1 global warming / increase in temperature; M2 (increased frequency of,) extreme weather / droughts; M3 idea of less suitable land available (as population increases); M4 population increasing means more demand for food; M5 preventing famine / reduce risk of crop failure; 2 6(d) any five from: M1 insecticides; M2 prevents insect attack / kills insects / insect control / reduces amount of crop eaten (by insects); M3 fertilisers; M4 provide nutrients to plants; M6 herbicides; M7 weed control / kill weeds; M8 reduces competition for resources; M9 fungicides; M10 fungi control / prevents disease / kills fungi; 5

0680/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 14 of 16 Question Answer Marks 6(e)(i) any three from: M1 targeted use of fertilisers; M2 identifies where to add organic material; M3 identifies where to add mineral ions; M4 identifies where to adjust pH; M5 identifies which crops to, grow that suit pH / helps identify area where a crop will grow best; M6 shows soils that should not be used to grow crops; M7 identifies current poor agricultural practice; M8 shows all areas of land that can be cultivated; 3 6(e)(ii) any two from: M1 automated; M2 suitable for areas where no physical data collected / idea of avoids going to, dangerous areas / areas people are not permitted in; M3 allows large quantities of data to be processed / stores large amounts of data / easier access to data; 2 Question Answer Marks 7(a) any one from: M1 heavy; M2 could drop and the water spill; M3 cooking oil could make the water taste / some cooking oil may mix with water / contaminates water; M4 idea of harm to women’s bodies / health issue; 1

0680/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 15 of 16 Question Answer Marks 7(b) Level of response marked question: Level 3 [5–6 marks] A coherent response is given that develops and supports the candidate’s conclusion using relevant details and examples. Indicative content and subject-specific vocabulary are generally used precisely and accurately. Good responses are likely to present a balanced evaluation of the statement. Level 2 [3–4 marks] Development and support of the conclusion is evident, though the response may lack some coherence and/or detail. Irrelevant detail may be present. Indicative content and subject-specific vocabulary are used but may lack some precision and / or accuracy. Responses contain evaluation of the statement, but this may not be balanced. Level 1 [1–2 marks] The response may be limited in development and / or support. Contradictions and / or irrelevant detail may be present. Indicative content and subject-specific vocabulary may be limited or absent. Responses may lack structure or be in the form of a list. Evaluation may be limited or absent. No response or no creditable response [0 marks] indicative content for: Climate change is the main reason why people lack a reliable source of clean water. reasons why climate change is the main reason: increased global temperatures increased frequency of extreme weather e.g. hurricanes damage water pipes increased in evaporation due to high temperatures more droughts / more years without enough rainfall groundwater has been extracted faster than replenished sea level rise from climate change cause flooding / salination of water supplies reasons why climate change is not the main reason: poverty LEDC cannot afford infrastructure to provide clean drinking water 6

0680/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 16 of 16 Question Answer Marks 7(b) LEDC have other priorities idea of low population density or sparce communities water sources can become contaminated by another means (instead of salinization / due to extreme weather events) named examples of contamination and explained e.g. acidification / open defecation / lack of sanitation increased demand as population increases seasonal variations / dry seasons stores in water cycle changing water wars / disputes